5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan



II. About mathematics lessons at your school. Please put a tick in the
appropriate box.

True Mostly Neither Mostly False

True            false

Mathematics is one of my best
subjects.________________________________

I often need help in mathematics.

I look forward to maths classes.

I have trouble understanding anything
with mathematics in it._________________

I enjoy studying for mathematics.

I do badly in tests of mathematics.

I get good marks in mathematics.

I never want to take another
mathematics course._________________

I have always done well in
mathematics.________________________

I hate mathematics.



More intriguing information

1. The name is absent
2. The name is absent
3. The name is absent
4. ROBUST CLASSIFICATION WITH CONTEXT-SENSITIVE FEATURES
5. The open method of co-ordination: Some remarks regarding old-age security within an enlarged European Union
6. The name is absent
7. Nurses' retention and hospital characteristics in New South Wales, CHERE Discussion Paper No 52
8. The name is absent
9. Volunteering and the Strategic Value of Ignorance
10. REVITALIZING FAMILY FARM AGRICULTURE
11. The name is absent
12. Are class size differences related to pupils’ educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 Years
13. PROJECTED COSTS FOR SELECTED LOUISIANA VEGETABLE CROPS - 1997 SEASON
14. The name is absent
15. Review of “From Political Economy to Economics: Method, the Social and Historical Evolution of Economic Theory”
16. ENERGY-RELATED INPUT DEMAND BY CROP PRODUCERS
17. Foreign direct investment in the Indian telecommunications sector
18. The Role of Evidence in Establishing Trust in Repositories
19. Moffett and rhetoric
20. Motivations, Values and Emotions: Three Sides of the same Coin